This unit was designed to provide an understanding of genetics and it's foundations. This topic was chosen because it will help students figure out what is meant when we say, " it's in your genes". In other words, this unit will discuss the history of genetics, where genes are found, where they come from, and what they do. Explain the purpose and provide an overview of the unit.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.
Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. At least three of the lessons, including the inquiry lesson, must be described completely. The remaining lesson plans can be brief, as described on page 38 of
. Note: You are encouraged to use the lessons that you have already written for this class.
Assessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.
Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: GENETICS
Author: Beth Copeley
Grade Level: Grade 9
Course: Biology
Purpose of Unit
This unit was designed to provide an understanding of genetics and it's foundations. This topic was chosen because it will help students figure out what is meant when we say, " it's in your genes". In other words, this unit will discuss the history of genetics, where genes are found, where they come from, and what they do.Explain the purpose and provide an overview of the unit.
Learning Performances and Standards
Identify what ideas in what standards you are addressing. Be sure to "unpack" the standards you use to state its subtopics, what students need to understand before addressing this standard, and the probable misconceptions that students may hold. Once you have your standards, you should state your learning objectives for the unit in terms of learning performances that express the cognitive work students will be able to do with what you are teaching them. Use our list of science practices as a resource. Note: You are encouraged to use the standards you or someone else has already unpacked in this class.Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
If you decide to do a concept map, you can create this online at www.gliffy.com. Mindmaps can be created at www.mind42.com. You can also just make your drawing on paper, scan it, and embed it in this (or a linked) page as a jpg.Lesson Sequence
Present a sequence of lessons for 10-15 days of instruction, including at least one lesson that provides students with opportunities to engage in inquiry practices described in class. At least three of the lessons, including the inquiry lesson, must be described completely. The remaining lesson plans can be brief, as described on page 38 ofAssessment Plan
Describe how you will assess your students' understanding of the unit's learning goals throughout the unit. These assessments should include formative assessments, e.g. questions that you ask that probe probable misconceptions, embedded assessments, e.g. activity artifacts, and summative assessments, e.g. tests and quizzes. Note: You are encouraged to use the assessment developed in class in this section.Rationale
VERY IMPORTANTYour rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.